Impact of Emotional Intelligence and Job Satisfaction on Teaching Effectiveness of Secondary School Teachers

Abstract

The effectiveness of teaching in secondary schools in Chandigarh is influenced not only by professional skills but also by psychological and emotional factors. This study investigates the impact of emotional intelligence and job satisfaction on teaching effectiveness among secondary school teachers in the region. A quantitative survey design was employed, collecting data from 200 teachers across public and private secondary schools in Chandigarh using standardized instruments measuring emotional intelligence, job satisfaction, and teaching effectiveness. Statistical analyses, including correlation, regression, and ANOVA, were conducted to examine the relationships between variables. The findings indicate that both emotional intelligence and job satisfaction are significant predictors of teaching effectiveness, with emotionally intelligent and satisfied teachers demonstrating higher classroom performance, better student engagement, and improved pedagogical outcomes. The study underscores the importance of professional development programs and school policies in Chandigarh that focus on enhancing teachers’ emotional competencies and work satisfaction, contributing to more effective and holistic educational practices in the city.